Abstract
The importance of building on adult learners’ rich experiences is celebrated as a defining characteristic of adult education. This paper argues that we must move from celebration to a critical reflection on experience. Critical reflection is defined as the illumination of power dynamics and the uncovering of hegemonic assumptions about practice. The author explores how adult educators can be engaged in a modelling of critical reflection on experiential practice by viewing what they do through four complementary lenses — their autobiographies as adult learners, their students’ eyes, their colleagues’ perceptions, and the lens of theory. Experiential educators’ use of the circle is discussed as an example of how critical reflection challenges orthodoxies of experiential learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
